Childminder

Childminder

Unique reference number (URN): EY231025 Registered with Ofsted: 31/03/2003 Registers: EYR, CCR, VCR

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Behaviour, attitudes and establishing routines Strong standard

Children thoroughly enjoy themselves while in the childminder's care. They arrive ready to learn and settle quickly. Children move straight into purposeful play and play harmoniously together. They persist at activities and demonstrate that they are keen and eager to learn. The childminder praises children for their achievements. This helps to significantly raise children's confidence and self-esteem. The childminder plays alongside the children. She is cheerful and highly positive in her interactions. Children behave very well, and the childminder has high expectations for children's behaviour. The childminder models respect and politeness in a consistent manner. Children show high levels of independence. They learn to do tasks and take responsibility. For example, children take off their own shoes when they arrive and self-register. The childminder urges children to find tissues to clean their noses when this is needed.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children help to tidy resources away in the correct place using their own initiative. There are very well-established routines in place, which help children to understand what is expected of them. The childminder works closely with families to build strong attendance habits.

p.2

Achievement Expected standard

Children make positive progress from their starting points. They persevere in tasks. For example, children enjoy cutting out pictures of different foods using scissors, which also helps to develop their physical skills and hand–eye coordination. Children receive lots of praise, such as for how well they have helped to clear away after snack time. These small achievements help children to develop positive self-esteem. Children smile with enthusiasm. Children have opportunities to learn across all areas of the curriculum. For instance, they strengthen fine motor control, learn mathematical skills and explore creative ideas. Children build on what they already know and develop essential skills needed for their future learning. Children have fewer opportunities to explore diversity and the similarities and differences beyond their own community. Nonetheless, they are confident and independent learners.

p.2

Children's welfare and wellbeing Expected standard

Children learn about healthy eating. They learn the names of fruits, such as kiwi and pineapple, and enjoy making their own fruit kebabs for snack. Children experience a range of activities to support their physical development. They practise using their small-muscle skills as they use knives skilfully to cut up fruit, under close supervision. This helps children to manage risks effectively. Children are offered regular opportunities to be active, build their gross motor skills and engage in safe risks.

p.2

Children's welfare and wellbeing Expected standard

The childminder has created an inclusive and safe environment where children feel confident to explore. She supports children's health and wellbeing effectively. For example, the childminder closely supervises children during snack times and mealtimes. She understands the individual needs of children's dietary requirements and the importance of adhering to these. Children learn about the importance of brushing their teeth. They develop their understanding of healthy eating habits, learn to do tasks and take responsibility. Children take off their own shoes when they arrive and self-register. The childminder sensitively reminds children to find tissues to clean their noses when this is needed.

p.2

Curriculum and teaching Expected standard

Children are happy and safe in this warm and welcoming setting. Children have secure attachments with the childminder and her assistants, who are kind and caring. The childminder has high expectations for all children's learning and development. She plans challenging experiences that help children to develop across all areas of learning. For example, children learn to use safety knives to chop up different fruits for their snacks, which helps to develop their small physical abilities. They develop their mathematics skills as they count the fruit pieces and talk about 'halves' and 'quarters'. The childminder helps children to be aware of which foods are healthy and unhealthy. Children learn about different food categories, such as protein and dairy. The childminder introduces new vocabulary to children during activities. For instance, children learn about 'cavities' as they brush pretend teeth. Children enjoy exploring early writing opportunities. For example, they write their own

p.3

Curriculum and teaching Expected standard

names. These experiences also support children to work with others, take turns and build confidence in their learning.

p.3

Curriculum and teaching Expected standard

The childminder successfully identifies and plans effectively for any gaps in learning to help children develop their skills. She completes regular assessments of children's learning and shares these with parents to keep them well informed of their children's development. This helps to ensure consistency in the care and education that children receive. The childminder plans a purposeful outdoor curriculum to expose children to new places and experiences. For example, children visit many local places, such as zoos, parks and forests. However, children have fewer opportunities to explore diversity and the similarities and differences beyond their own community.

p.3

Inclusion Expected standard

All children feel welcome in the inclusive environment. The childminder adapts her provision to help all children feel included. For example, she amends activities and changes resources to match children's current interests and needs. The childminder understands the importance of working closely with other agencies and professionals involved in children's care. She has a good understanding of how to develop a supportive approach that is adapted to children's individual needs. The childminder has high expectations for children overall.

p.3

Inclusion Expected standard

Parents report how pleased they are with the progress children make. They comment on the support the childminder has given children and how quick she is to respond to children's needs. Parents feel that the childminder has a positive impact on children's social and emotional development.

p.3

Leadership and governance Expected standard

The childminder is committed to her own professional development. She completes training, such as safeguarding and safer sleeping. The childminder provides opportunities for ongoing discussions with assistants who she works with and monitors their practice. However, she does not yet make best use of opportunities to reflect on precise training and development needs for assistants. This impacts some of the quality learning experiences for children.

p.4

Leadership and governance Expected standard

The childminder engages effectively with parents, building strong partnerships that support all children's learning, wellbeing and development. She ensures that parents are fully informed about their children's daily experiences and ongoing progress.

p.4

Leadership and governance Expected standard

The childminder supports children effectively as they move from home to her setting. Settling-in procedures are tailored to the individual needs of each child and their family. This helps children to develop secure emotional attachments to the childminder. The childminder recognises that some children may need more support or reassurance. The childminder reflects on and evaluates her setting to ensure children have positive experiences.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

Children are confident individuals. They are kind, considerate and respectful. The childminder works closely with families. She gets to know each child from the start so that she can design her curriculum based on each child's starting point. The childminder encourages regular attendance, which helps children to settle quickly. Children are happy and play cooperatively together. They share resources and take turns as they play. For example, children work together to build a home for their sick animals. The childminder uses this opportunity well to explain to children the role of a 'vet'. Children are eager to join in with the activities on offer and show high levels of concentration and focus. They enjoy pretending to make cups of tea for the childminder and use their imagination well. Children invite the childminder into their play and are keen to involve her in all that they do.

p.5

What it's like to be a child at this setting

The childminder promotes a joy of books and reading. Children choose favourite books to listen to, and older children read to their friends. Children concentrate, turn pages and listen intently as the childminder reads and asks questions. Children look closely at the pictures and talk about what they can see. The childminder asks children questions as she reads. Children are keen to answer, and the childminder successfully extends their knowledge. Children's communication skills are continuously improving.

p.5

What it's like to be a child at this setting

Children of different ages spend time together. They learn to dress and undress themselves and begin to manage their own personal care needs with support from the childminder. Children are very independent. They learn key skills in readiness for the next stage of their education and have a positive attitude to their learning.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Next steps

The childminder should explore ways to develop children's awareness of diversity to help support their understanding of diversity in the wider world. The childminder should monitor assistants and evaluate their practice more precisely to provide highly effective professional development that consistently builds on their teaching skills.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection. Written views from parents were gathered and considered.

p.6

About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. This data is from 19 February 2026

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8